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1、分类号 密级 U D C 编号 硕 士 学 位 论 文新课程背景下聋校语文教学设计的研究与实践学 位 申 请 人 姓 名 : 董 振 杨 申 请 学 位 专 业 方 向 : 教 育 技 术 学 指 导 教 师 姓 名 : 左 明 章 副 教 授 The Research and Practice of Chinese Instructional Design in deaf-mute school under New Curriculum BackgroundA ThesisSubmitted in Partial Fulfillment of the RequirementFor the M
2、asters Degree in Education TechnologyByDong ZhenyangPostgraduate ProgramThe Department of Information TechnologyCentral China Normal UniversitySupervisor: Zuo MingzhangAcademic Title: Associate Professor Signature _ ApprovedMay. 2009 2华中师范大学学位论文原创性声明和使用授权说明原创性声明本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工作所取得的
3、研究成果。除文中已经标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本声明的法律结果由本人承担。作者签名： 日期： 年 月 日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权华中师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。同意华中师范大学可以用不同方式在不同媒体上发表、传播学位论文的全部或部分内容。作者签名：
4、导师签名：日期： 年 月 日 日期： 年 月 日本人已经认真阅读“CALIS 高校学位论文全文数据库发布章程”,同意将本人的学位论文提交“CALIS 高校学位论文全文数据库”中全文发布,并可按“章程”中的规定享受相关权益。同意论文提交后滞后：半年；一年；二年发布。作者签名： 导师签名： 3日期： 年 月 日 日期： 年 月 日 I中文摘要聋校的课程改革是我国基础教育课程改革的一部分。2007 年，在我国的第八次基础教育改革开展多年后，教育部印发了聋校义务教育课程设置实验方案 ，开始了聋校课程改革，也再次激起了聋校教师研究课程的热情。特别是对教学设计的关注，使一线教师纷纷用教学设计的理论和方法改
5、进教学。教学设计在国内的发展已经有较长时间，它有利于提高老师对教学过程的科学认识，可以使教学工作思路明确、条理清晰，提高教学质量。然而当前聋校对教学设计的研究仍然存在流于形式、设计理念不清晰等不足。本文认为聋校语文的教学设计研究不仅有利于改进聋校的语文教学，也有利于为普通教育的教学工作提供借鉴。本文分析了当前聋校语文教学设计存在的一些问题和不足，探索适用于聋校语文教学设计的相关原理和理论，并尝试运用本文提到的原理，对聋校现行语文教材中的一篇课文进行了教学设计的实践。全文共八章，第一章是导论，概述选题的意义和国内外研究现状，说明了课题研究的目标、内容与方法；第二章分析了课题涉及的相关概念和聋校语
6、文教学设计的理论基础；第三章分析了聋校语文教学的特点，并与普通学校的语文教学进行了比较；第四章针对聋校语文教学设计进行前端分析，第五章分析了聋校语文教学策略的设计，第六章论述了聋校语文教学设计的实施与评价，第七章运用课题论述的原理进行实践，最后一章对全文观点进行了总结。关键词：聋校 特殊教育 课程改革 语文课程 教学设计 IIAbstractThe curriculum reform in deaf-mute school is a part of elementary education curriculum reform of our country. In 2007, after man
7、y years of basic education reforms carried out, Ministry of Education issued deaf education curriculum pilot program, which started the curriculum reform in deaf-mute school and aroused the enthusiasm of deaf-mute school teachers in research the curriculum. Especially for the instructional design co
8、ncerns which made all of the first-line teachers use the instructional design theories and methods to improve teaching. The instructional design has been developed for a long time in China. It is conducive to teaching and learning the process for teachers to improve scientific understanding; it can
9、also make clear the teaching of thinking, the clarity of improving and improves the quality of teaching. However, there are still many deficiencies in the research of instructional design in deaf-mute schools, such as the formality and lack of clarity of design concept, etc.This article holds that t
10、he study of Chinese instructional design in deaf-mute school is beneficial not only to improve the Chinese teaching in deaf-mute school, but also conducive to the teaching of general education. This article analyzes the problems and shortcomings in the current Chinese instructional design in deaf-mu
11、te school, and explores the application of relevant principles and theories of Chinese instructional design in deaf-mute school, and try to apply the principles mentioned in this article to design a teaching plan of a text existing in Chinese book of deaf-mute school.This article is divided into to
12、eight parts. The first part is the introduction, an outline of the significance and the status quo of the same research in the domestic and international field. In the second chapter, its an analysis of the related concept and the theoretical basis in the deaf-mute school language instructional desi
13、gn which the topic involves. In the third part, in the third part, I analyzed the particularities of the Chinese instructional design in deaf-mute school and compared with the ordinary school. In the forth part, its a front-end analysis of the instructional design in deaf-mute school. In Chapter Fiv
14、e, I make an essay of the strategy to the instructional design in deaf-mute school. Part Six, I discourse the implementation and assessment of the instructional IIIdesign in deaf-mute school. Part eight discusses the application of the principle issues in practice. In the last part, its the summary of this article.Key words：Deaf-mute school; special education; curriculum revolution; Chinese; instructional design目 录中文摘要 IAbstractII1.导论
